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Planning for and Developing a Quality Performance Management Plan

tbouwmeester@coloradoleague.org

Today’s Webinar

• Introductions• Overview of webinar technology

– Asking questions– Raising your hand– Technical Difficulties-Call us at 303-989-5356– Time for questions

Overview• What is performance management?

• Creating the ideal PM landscape• Who is involved?

• Budgeting for PM

• Key components of the PM plan for your application

• Resources & support around PM

Performance Management Defined• Performance management is a framework for managing

the execution of an organization’s strategy. Performance management integrates intention, systems, and practice and is how organizations ensure plans are translated into results.*– What does it mean for charters? Performance management is data-driven decision making that is facilitated by the use of high quality strategies and systems that gather, organize, analyze, report, and share information about student and school performance.

*Definition taken from Building Charter School Quality (2008). Performance Management Institute, CREDO, Stanford University.

Decision Making Process

Analyze to Prioritize the

Data

Set Goals

Select Specific

Strategies

Determine Measures

Monitor & Evaluate Results

Gather Data Treasure

Hunt

Start

Who participates in data driven decision making?

• Board Members• Administrators• Teaching and non-teaching staff

By…– Involvement in School Improvement Planning (UIP)– Monitoring progress towards goals – Resource allocation– Teacher-level teams use data to inform instruction

Boards Role in Performance Management• The Board is the formal party to a performance contract

with the authorizer.• While the school administration is responsible for the

day-to-day operations and are the academic and operational leaders, the board has to “own” the ultimate performance outcomes.

• School improvement planning (*Unified Improvement Plan)– Ensure completion and approval for on time submission– Alignment with strategic plan and overall monitoring/oversight of

academic program– SAC can be involved in review and development of the UIP. *New schools are required to complete the UIP during first year open

Performance Management FactorsMission What are we here for?

Vision What do we want to achieve?

Goals What specific change do we want to create?

Strategic Plan What actions will we take?

Performance Standards What does “success” look like?

Tracking/Measurement system How do we regularly measure student performance?

Clean Data What data is needed to create performance measures?

Guiding Questions

1.) How will we know what we are doing

affects student achievement?

2. Who is accountable for

student achievement?

3. How can collaboration facilitate school improvement?

Goals and BenefitsBoards that have systems in place to monitor student and school

performance on a regular basis can make real time management decisions based on this data allowing for mid-course adjustments and more effective oversight.

Benefits of PM How will your PM System Achieve those Benefits

Creates a focus on results Builds a system for regular attention to performance measures

Fosters better alignment of organizational processes and organizational goals

Careful selection of performance measures can directly tie to mission and key goals

Provides a balanced body of evidence for external and internal accountability

Regular measure of student and school performance can lead to trends over time

Signals the need for program modifications

Allows for pre and post change evaluation

Board Considerations in Establishing a Sound PM Strategy

• What data is important to us? What does “success” look like? Who do we want to measure ourselves against? How do we work with staff to set student and school performance expectations?

• What systems and structures do we need to help the board, administration, and teachers effectively measure and monitor student performance?

• What resources (time and money) will we need to allocate for system purchase and implementation, professional growth for board and staff in utilizing the data?

Developing a Dashboard• What are key goals that we want to monitor regularly? • What is the target for each goal? • Where did we start (baseline)? • Where are we now (current data)?

This can be used at all levels of the school (classroom, leader, board) to monitor key data that are important for decision making at each level.

Developing a Dashboard-Considerations– Collaboration with the School Administrator is Critical

The school administrators is the educational leader – understanding the measures that are available and when they are available is essential in creating a monitoring process that is adequate.

– Pull data the school and board are accountable for from existing documents – contract, UIP, strategic plan

– Design Indicators/Measures/Targets on the dashboard that are meaningful and monitor data designed to answer key questions that will help the board make decisions. Not data for the sake of data.

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The League’s Role with Performance Management

What does it mean for the League to support charter schools in performance management?

– The League helps schools align resources to support the development, implementation, and ongoing use and improvement of performance management systems at the board, school and teacher level.

• Support– Timely access to student-level data– Vet new PM Systems– Tools available where you can view commonly used vendor interim assessments,

matrix of teacher evaluation systems, etc.– Leverage group purchasing power by forming a collaborative where there is

interest and behooves schools (NWEA-MAP, Illuminate and Alpine)– Trainings, Workshops, Conferences, Onsite support– Help desk for resources and collaboration with colleagues– Provide guidance in writing and reviewing plans for charters in the CCSP grant and Unified Improvement Plans

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Focus on Performance Management!

• Three critical components of an effective performance management program

– Student Information System (SIS)– Formative/Interim Assessments– Data Management System

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Student Information System(SIS)

• A SIS is…– A collection of student information like contact and demographic information,

grades and attendance– Information sits in a database (local school network or online)– Used to store student data to directly communicate with your authorizer

• A SIS is NOT…– A data management system (meaning able to disaggregate and quickly analyze

student-level data for instructional implications) – A simple implementation-must give it 3 years – Able to be used without being updated

• Considerations– District/authorizer – Cost– Training– Upgrades and other maintenance

• Common Systems– Infinite Campus and PowerSchool (2 most common in Colorado)

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Student Information SystemBudget Considerations

– Vary depending on how you are using (District/authorizer)– Most have one-time implementation costs incorporated into the system setup in

the form of trainings and license fees– Annual per student basis, on average around $12 (prior to any additional district

fees)– Beware of the minimum required costs (IC-$5,000)– District/authorizers “administrative costs”– Bottom line-budget between $5,000-$10,000 per year for the SIS

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SIS: Budget Examples

Illustration 1: School in Colorado Springs with 1,025 students (using IC with their authorizer) and their costs for SIS in 2009 -10 school year. Infinite Campus Base Application: $4,668.00 Hosting- Small District Server: $2,500.00 Software Support & Updates: $2,334.00

Totals: $9,502.00

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SIS: Budget Examples

I llustration 2: School in North Denver with 65 students using PowerSchool independently in 2009-10 school year. Initial Product Training (one time cost): $3,600.00 Implementation Cost (one time cost): $2,000.00 Basic Student License Fees-65 students (with first year discount):

$628.55

Maintenance Fees (if minimum student size is below 1000=$12.50/student):

$1,170.00

Hosting Fees (if you don’t have a server): $1,000.00 Totals: $8,398.55

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Interim Assessments (aka benchmark)– assessments that enable schools to periodically measure student performance – given multiple times throughout the school year, quick results– aid teachers in understand if, and to what degree, students are making progress

toward daily/weekly learning goals, standards– inform instructional decision making

Considerations• Purpose

– How will you use the interim assessments at your school? Does it align with your curriculum, state standards?

• Administration– Computer vs. paper/pencil, if computer is it “computer adaptive”?– Time required for administration & turn around time for results

• Cost– Licensing, equipment, security requirements, and ongoing management/upgrades

• Training– Implementation and ongoing use fit into PD and budget

• Common Assessments– Galileo, NWEA, Scantron, Acuity, STAR, EXPLORE, are some popular vendor assessments

in Colorado– Teacher created assessments (pre & post), 6 week end of unit assessments

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Interim AssessmentsBudget Considerations for Vendor Purchased Assessments

– Vary depending on how you are using (District/authorizer)– Annual per student basis and often require that you administer to a

certain percentage of your whole school population– Most have one-time implementation costs incorporated into the system

setup in the form of trainings and license fees– Costs average between $8.00-$14.00 per student, depending on which

subjects are tested and some other factors e.g. materials, etc)– Bottom Line budget between $6,000-$12,000 per year for each

assessments

Note: While the League is agnostic to specific systems we will leveragegroup purchasing power by forming a collaborative when there is interestfrom schools. Currently we have an agreement with Data Management system Alpine Achievement and Data & Assessment System, Illuminate Education and NWEA’s

MAP Assessment

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Interim Assessments:Budget Examples

I nterim Assessment Cost Structure-Two Different Assessments NWEA’s MAP Assessment Scantron Required One Time Implementation Training (Delivered by Vendor)

$2700 $2500

Annual Per Student License Fee

Ranges $12.50-$15.00/Student

Ranges $15.00-$16.00/Student

Training Series (Delivered by Vendor)

$3,200 Each $2,300 Each

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Interim Assessments:Budget Examples

I llustration 3: First Year using NWEA’s MAP Assessment independently with 150 students (computerized assessment) Implementation On-site Training (one time required training):

$2,700.00

Student License Fees 150 students*12.50 (testing <65% of whole school population; reading, math, language usage):

$1,875.00

Totals: $4,575.00 I llustration 4: Second Year Using NWEA’s MAP Assessment independently with

175 Students Stepping Stones On-site Training (all staff PD training to understand how to use data for impacting instruction):

$3,200.00

Student License Fees 175 students*12.50 (testing <65% of whole school population; reading, math, language usage):

$2,187.50

Totals: $5,387.50

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Interim Assessments:Budget Examples

I llustration 5: Using Stanford 10 independently with 500 students testing 3 times a year (paper pencil assessment) Shipping & Materials (answer sheets, student scantrons, etc):

$11,278.58

* Totals: $11,278.58

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The Colorado Reading To Ensure Academic Development Act (READ Act)

• Focus on K-3 literacy and reading at grade level• Students identified as having a significant reading deficiency

• Required screening and progress monitoring of all K-3 students (via an approved interim, diagnostic & summative assessments) to determine reading proficiency.

• Required reporting of READ Act data to CDE.• Delineates requirements for parent communication

and involvement in the process• Creation of a literacy improvement plan (READ plan)

for individual students.

The READ Act: Considerations for Charters• School leader will hold most of the responsibility to ensure full

implementation and all guidelines are properly followed.• Newly enrolled students with a previous READ plan must be

given full support to implement the plan.• The state board talked about adopting rules by which the school

receives additional credit toward their accreditation rating using percentages calculated with the number of students identified as having SRDs and various achievement levels on the statewide assessments.

• SPF’s, UIP will include #’s and %’s of students identified as having an SRD and you must set, targets for the reduction in the number of SRD students

• Funding available to support intervention provide full-day kindergarten, operate a summer school literacy program and/or purchase tutoring services

Approved K-3 Reading Interim AssessmentsBeginning in 2014-15:• Aimsweb; • DIBELS (NEXT edition only); • Formative Assessment System for Teachers (FAST); • I Ready; • ISP ER, Istation; • Phonological Awareness Literacy Screening (PALS); and• STAR Early Literacy Enterprise

The READ Act: Questions

• READ Act pagehttp://www.cde.state.co.us/coloradoliteracy/ReadAct/ List of approved READ assessmentsREAD Act Fact SheetREAD Act Handout and Implementation

• Contact:DANA HALL, HALL_D@CDE.STATE.CO.US DIAN PRESTWICH, PRESTWICH_D@CDE.STATE.CO.US

School Readiness(SB 08-212 Colorado’s Achievement Plan for Kids, CAP4K)• Applies to Kindergarten students only• Gathers information through observation over time that focuses

on the “whole child”. Measures social-emotional, physical, cognition, language, literacy, and math domains

• Required to use one of three approved assessments– Teaching Strategies GOLD (TS Gold) – Riverside Early Assessment for Learning (REAL), – Desired Results Developmental Profile for Kindergarten (DRDP-

K). – Funding is available to cover a % of the purchasing cost– Waivers are an option

• Shared components with READ ACT

Moving up the Data Continuum

Brieter & Light, Light, Wexlar, Heinze, 2004

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Data Management System• DM is…

– warehouse of school information– ability for quick student analysis of multiple indicators

• A Data Management System differs from the SIS…– One place for all your data-links all systems together– A data warehouse (able to disaggregate and quickly analyze achievement data)

• Considerations– District/authorizer – Cost– Training– Upgrades and other maintenance

• Common Systems in Colorado– Alpine Achievement, School Net, Illuminate Education and EduSoft

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Data Management SystemBudget Considerations

– Annual per student license fees and annual fee– Vary by different packages such as the ability to add in your curriculum, build

lesson plans, tests, literacy plans, gifted plans, response to intervention (RtI) plans, special education plans (IEP), upload state and/or local assessments, etc.

– Costs average between $2.00-$14.00 per student, depending on which components of the data management system you utilize, and if you are using through your district, independently or another consortium

– Bottom Line: budget between $3,500-$6,500

Note: While the League is agnostic to specific systems we will leverage group purchasing power by forming a collaborative when there is interest from schools. Currently we have an agreement with Data Management system Alpine Achievement and Data & Assessment System, Illuminate Education.

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Data Management: Budget Examples

Illustration 6: New school joining Alpine (1st year introductory discount) total enrollment of 377 students using under the League’s district license Using State Premium Package + Data

Warehouse + Plan Builder = $6.60 * total enrollment K- 12 (377) ( Introductory Special)

$2,488.20

Charter School Support Package/Annual License Fee

$1000.00

Full day all staff training: $1,400.00 Totals: $4,888.20

Illustration 7: Second Year with Alpine total enrollment of 377 students using

under the League’s district license Using State Premium Package + Data Warehouse + Plan Builder = $7.60 * total enrollment K-12 (377)

$2,865.20

Charter School Support Package/Annual License Fee

$1000.00

Two half day staff trainings: $1,400.00 Totals: $5,265.20

Key components of the PM plan for your application

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Appendix G: Performance Management Plans

Charter school grants may be used to:

• implement a new performance management system • improve an existing performance management system• acquire analytical support

Grant funding may be used to purchase and implement:• Student Information Systems• Interim Assessments• Data Management Systems• Technical Support• Hardware and equipment/software upgrades

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Appendix G: Performance Management Plans

In choosing a performance management strategy, • assess school’s needs and capacities and evaluate the functionality, costs and ease of implementation of any prospective system, including those currently used by their districtFor CCSP grantees the request should address

• the factors above and describe the purposes and objectives the chosen strategy will meet

• the anticipated implementation schedule and the anticipated training schedule

• tie any training related to performance management to the professional development plan

Key Components of the PM Plan1. Overview of Educational Program

– State the school’s mission and describe its target student population, educational program, enrollment size and number of teachers.

– Describe how your PM strategy will help you accomplish your mission and implement your educational design.

2. Purpose and Objectives– A statement of the purpose and objectives that guide the development of the PM

plan.Example:1. The purpose of the charter school’s PM strategy is to improve student

learning and achievement through effective use of a comprehensive and fully-integrated PM system.

2. The system will allow to store, align and share our standards, curriculum and instructional materials so we can identify which students are not progressing at rates necessary for them to reach proficiency by the time they leave our school, as measured by the state assessments and interim benchmark assessments

Key Components of the PM Plan

3. A Description of the Current Performance Management System

Student Information System

Describe current methods of collecting student data. Identify the data elements that are currently collected.

I nterim Benchmark Assessment

List current assessments used, including CSAP, testing cycle of each assessment and whether it is paper-based, electronic or web-based.

Data Management System

Identify the current method of data storage. Explain how analyses are currently conducted and reports prepared.

Technical Support and Trainings

Identify the analyses you currently conduct and results that were determined. Identify any analytical services you currently purchase. List any trainings you participated in.

Hardware List current hardware. (Include software, # of computers, servers, web licenses, networks security agreements, etc.) (Note: Check League’s Group Purchasing page for discounts.)

Key Components of the PM Plan

4. Implementation Objectives

• List what the school wants to achieve with the PM system in the next three years. Include the components of the PM system and how they will be used. The final goals should be developed with input from staff.

Example:• To successfully implement a plan in place and to have undergone

implementation training for key school staff prior to the first day of serving students for: a student information system, an interim benchmark assessment system and a data management system.

Activities, Measures and TargetsGoals Measures/ Tasks Target/ Evaluation School has three critical components of a performance management system purchased

Student Information System

Interim Benchmark/Formative assessment

Data Management System

Purchase or plan to purchase the three critical components (Number of systems (out of three) purchased

All 3 components will be purchased before the school opens for operation

Successful implementation of a student information system school wide

Utilization of SIS 100% of key staff will be trained prior to the first day of school as measured by attendance logs and use of system meets school’s expectations by the end of the first year of operation

Successful implementation of an interim benchmark/ formative assessment school wide

Utilization of interim assessments

100% of key staff will be trained prior to the first day of school as measured by attendance logs

Teachers will be using the results from the assessment to inform instruction, sharing results with students, parents, the broader community

Successful implementation of a data management system school wide

Utilization of interim assessments

100% of state assessment data is received in a timely manner and uploaded

100% of key staff is trained and using system in year 1 of adopting data management system.

Reporting data to larger community in compliance with FERPA.

TBD

State Accountability• Assessment and Accountability Update

– School Performance/Accreditation– HB15-1323, New Testing Requirements– READ Act and School Readiness– Tools & Resources Available

State Assessments: Grades 3-9School Year 2015-2016

Grade ELA Math Science Social Studies*

3 X X

4 X X X

5 X X X

6 X X

7 X XGrade 7 or

Algebra I or Integrated/Math I

X

8 X XGrade 8 or

Algebra I or Integrated/Math I orGeometry or Integrated Math II

X

9 X XAlgebra I or Integrated/Math I or

Geometry or Integrated Math II or Algebra II or Integrated/Math III

* Social studies will be assessed on a sampling basis.

State Assessments: Grades 10 and 11School Year 2015-2016

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Grade Reading Writing Math Science Social Studies*

10 X ? X

11 X Optional X X (College Entrance: reading)

High School

X X

* Social studies will be assessed on a sampling basis.

Grade 10: Must be aligned to the Colorado Academic Standards and the 11th grade college entrance exam

Both the 10th grade assessment and the 11th grade college entrance exam will go through a competitive procurement process

What do you need to know forAssessment?

• Single window for CMAS and CoAlt (April 11-April 29)– Terminology change for proficiency, limited, moderate,

strong and distinguished commands• Elimination of grade 10 and 11 CMAS: PARCC ELA and math• New grade 10 general assessment• Possibly new grade 11 college entrance exam• High school science and social studies will not be

administered in 12th grade• ACCESS is moving online

– Paper is available• Native language accommodations extended to 5 years when

appropriate• Spanish language arts will be available in grades 3 and 4

HB 15-1323 State Assessment Eliminates 11th grade PARCC ELA and math state assessments

Replaces 10th grade PARCC assessments

Retains science state assessments, once per grade span (no 12th grade testing)

Requires district/school policies allowing parents to excuse students from state tests

Eliminates redundancies between READ Act and school readiness assessments

Allows districts/schools to request paper/pencil format of online state assessments

Allows more flexibility in testing English learners in their native language

Clarifies use of state assessments in educator effectiveness evaluations

No accountability ratings for 2015-16; continued implementation of 2014-15 accreditation ratings and school plan types for the 2015-16 school year (accountability clock will pause for one year)

HB 15-1323: Paper and Pencil Assessment

Schools must adopt and implement a written policy stating whether or not they plan to administer any portion of the state assessments with pencil and paper, as opposed to on a computer

Decision must be made in consultation parents (SAC?)

Copy of policy must be shared with parents annually and posted on schools website before the start of the fall semester.

Schools may make the decision by school or classroom

Schools will report to the district the number of students who will take the paper form; districts cannot interfere in individual charter school’s decisions

CDE gathers information from districts in early fall so have conversations with your district early on around your intent to do so (CRS 22-7-1013(6)).

Paper form still available as an accommodation.

Other Requirements Under HB 15-1323

Distribute Testing Calendar and Other Information

Schools must distribute to parents and post on their websites an assessment calendar, which includes: the estimated hours of time each assessment will take, and

whether or not the assessment is mandated by the federal or state government, or if it is a local decision to give the assessment. (CRS 22-7-1013(7)(a))

descriptions of all assessments the school utilizes and rational/purpose and use of these assessments.(CRS 22-7-1013(7)(b)(I)(A-C))

NOTE: This law does not apply to non-standardized assessments, or assessments given by individual teachers (formative)

League has a sample calendar available upon request

Achievement

Percent proficient and

advanced• Reading (CSAP,

Lectura, and CSAPA)

• Writing (CSAP, Escritura, and CSAPA)

• Math (CSAP and CSAPA)

• Science (CSAP and CSAPA)

Growth

Normative and Criterion-

Referenced Growth

• CSAP Reading, Writing and Math

• Median Student Growth Percentiles

• Adequate Median Student Growth Percentiles

Gaps

Growth Gaps

Median Student Growth Percentiles for disaggregated

groups:• Poverty• Race/Ethnicity• Disabilities• English

proficiency• Below proficient

Postsecondary and Workforce Readiness

Colorado ACT

Graduation Rate

Dropout Rate

Colorado’s Accountability System

Disaggregated graduation rates

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Setting Performance Goals:Focus attention on what matters most

Provide a body of evidence related to state-identified performance indicators to support school and district performance management

Support school and district efforts to evaluate their performance

Establish a common framework for the state to use to hold schools accountable for performance

Identify schools that need additional support (priority improvement and turnaround)

School Performance FrameworkCDE’s Purposes

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Setting Performance Goals:Assigns a rating on each of the performance

indicators so schools/districts know the extent to which they meet state expectations.Exceeds, Meets, Approaching, Does not meet

The ratings are combined into an overall evaluation of the school/district’s performance. That evaluation informs the plan type assigned to the school.Performance, Improvement, Priority Improvement,

Turnaround

How does the framework focus on these indicators?

School Performance Framework

Four possible plan type assignments

Plan Type Assignment

Indicator Ratings

Four possible indicator ratings

• Focus on the right things (Performance Indicators)

• Evaluate performance (by gathering, analyzing and interpreting data about performance)

• Plan (strategies for improvement)• Implement planned strategies• Evaluate (or monitor performance

throughout the school year)• Make adjustments to Planned

improvement strategies and Implement revised strategies as needed

UIP Supports Continuous Improvement and Performance Management

Feb Mar April May June July Aug Sept Oct Nov Dec Jan Feb Mar April May

Assessment

Reporting

Accountability

UIP

CMAS/

PARCC

PBA EOYStandard

Setting

CMAS/

PARCC

CMAS/

PARCC

CMAS/

PARCC

2015 PARCC

Achievement

Scores released

2015 PARCC Growth Results

MAY be released

Informational SPF/DPF

2.0

Release

UIPs Due

for posting

Optional Submission

PI/T

PI/T UIPs due

for review

UIPs Due

for posting

2015 2016

RESOURCES• League webinars: http://coloradoleague.org/?

page=nsdtrainings• League trainings visit our event calendar at: http://

coloradoleague.org/events/event_list.asp • Charter411 answers your questions about any

issues, including sound practices, legislative changes, sample resources & more: charter411@coloradoleague.org

• Governance Training Modules – FREE 15 hours of training on-demand – http://www.cde.state.co.us/cdechart/techassistance